This document provides a lesson on pronunciation techniques and vowel digraphs and diphthongs for English language learners. It begins with an introduction to pronunciation and its importance for communication. It then covers the vowel digraphs "ai" and "ay" which make the long 'a' sound in words like "rain" and "day". The document provides examples of words containing these vowel combinations. It also includes a short conversation about returning overdue books to the library and vocabulary, sentences, and definitions related to the library theme. Later sections cover parts of speech including nouns, pronouns, verbs and a reading comprehension passage about libraries.
This document contains a presentation on English phonics, focusing on vowel diphthongs. It discusses the "au" and "aw" vowel sounds, providing example words for each. It also covers occupations vocabulary and sentences using occupation words. Additional sections discuss parts of speech including nouns, pronouns, verbs, adverbs, and a short story about different characters' work commutes. Practical exercises are included throughout to test the learner's understanding.
Basic English Grammar: The Eight Parts of Speechhurrayedutech1
Most of you must be frequently coming across the term ‘lexical resource’ as part of your IELTS/PTE and Spoken English training at HURRAY. Lexical resource, simply put, is nothing but the vocabulary you build towards enhancing your speaking and writing skills. And when the talk is of vocabulary, it would be worthwhile to get down to revisiting a fundamental component in English grammar and vocabulary called Parts of Speech (abbreviated form: PoS or POS).
In this blog post, we will take you through this basic grammatical concept that you must have had often come across in your school-day grammar textbooks!
The document lists the names of 5 authors: Rina Bell Abraham, Roma Caguimbal, Cristine Pearl de Castro, Eloisa Marie Marasigan, and Tom Christopher Parma. It then expresses gratitude to publishers and others for their support of the book "English Grammar in Progress".
This document discusses the differences between language and speech. Language involves socially shared rules for vocabulary, word formation, grammar and pragmatics. Speech refers to the physical ability to communicate verbally through articulation, voice and fluency. A language disorder involves problems with understanding or using language, while a speech disorder involves difficulties with producing sounds or fluency. The document provides examples of children with specific speech or language disorders.
This document provides a lesson on English phonics, vocabulary, grammar and reading related to level 2 beginner English. It includes:
- Phonics lessons on vowel diphthongs with the 'ou' and 'ow' sounds and example words for each.
- Vocabulary lessons introducing words for parts of a butterfly's lifecycle, common insects and their parts, and a spelling test on words from the phonics lessons.
- Grammar lessons on nouns including countable vs. uncountable nouns, pronouns including relative pronouns, and irregular verbs.
- A short reading passage about butterflies and corresponding comprehension questions.
This document defines and provides examples of different types of nouns, including proper nouns, common nouns, concrete nouns, abstract nouns, countable nouns, non-countable nouns, and collective nouns. It also defines adjectives, including possessive adjectives, demonstrative adjectives, and indefinite adjectives, and provides examples of each. The overall purpose is to explain the definitions and identify examples of different parts of speech related to nouns and adjectives.
This document discusses strategies for teaching reading based on Howard Gardner's theory of multiple intelligences. It describes how reading instruction can incorporate spatial, kinesthetic, logical, musical, intrapersonal, interpersonal, and naturalist intelligences. Specific strategies are provided like using gestures for phonemes, acting out stories, treating reading like hypothesis testing, incorporating music, connecting texts to students' emotions, considering social contexts, and using nature-themed materials. The goal is to engage more types of learners and help every student experience the power of reading.
This document contains a presentation on English phonics, focusing on vowel diphthongs. It discusses the "au" and "aw" vowel sounds, providing example words for each. It also covers occupations vocabulary and sentences using occupation words. Additional sections discuss parts of speech including nouns, pronouns, verbs, adverbs, and a short story about different characters' work commutes. Practical exercises are included throughout to test the learner's understanding.
Basic English Grammar: The Eight Parts of Speechhurrayedutech1
Most of you must be frequently coming across the term ‘lexical resource’ as part of your IELTS/PTE and Spoken English training at HURRAY. Lexical resource, simply put, is nothing but the vocabulary you build towards enhancing your speaking and writing skills. And when the talk is of vocabulary, it would be worthwhile to get down to revisiting a fundamental component in English grammar and vocabulary called Parts of Speech (abbreviated form: PoS or POS).
In this blog post, we will take you through this basic grammatical concept that you must have had often come across in your school-day grammar textbooks!
The document lists the names of 5 authors: Rina Bell Abraham, Roma Caguimbal, Cristine Pearl de Castro, Eloisa Marie Marasigan, and Tom Christopher Parma. It then expresses gratitude to publishers and others for their support of the book "English Grammar in Progress".
This document discusses the differences between language and speech. Language involves socially shared rules for vocabulary, word formation, grammar and pragmatics. Speech refers to the physical ability to communicate verbally through articulation, voice and fluency. A language disorder involves problems with understanding or using language, while a speech disorder involves difficulties with producing sounds or fluency. The document provides examples of children with specific speech or language disorders.
This document provides a lesson on English phonics, vocabulary, grammar and reading related to level 2 beginner English. It includes:
- Phonics lessons on vowel diphthongs with the 'ou' and 'ow' sounds and example words for each.
- Vocabulary lessons introducing words for parts of a butterfly's lifecycle, common insects and their parts, and a spelling test on words from the phonics lessons.
- Grammar lessons on nouns including countable vs. uncountable nouns, pronouns including relative pronouns, and irregular verbs.
- A short reading passage about butterflies and corresponding comprehension questions.
This document defines and provides examples of different types of nouns, including proper nouns, common nouns, concrete nouns, abstract nouns, countable nouns, non-countable nouns, and collective nouns. It also defines adjectives, including possessive adjectives, demonstrative adjectives, and indefinite adjectives, and provides examples of each. The overall purpose is to explain the definitions and identify examples of different parts of speech related to nouns and adjectives.
This document discusses strategies for teaching reading based on Howard Gardner's theory of multiple intelligences. It describes how reading instruction can incorporate spatial, kinesthetic, logical, musical, intrapersonal, interpersonal, and naturalist intelligences. Specific strategies are provided like using gestures for phonemes, acting out stories, treating reading like hypothesis testing, incorporating music, connecting texts to students' emotions, considering social contexts, and using nature-themed materials. The goal is to engage more types of learners and help every student experience the power of reading.
The document provides examples of English expressions used in different situations such as congratulations, well done, birthdays, toasting, writing cards for exams or weddings, and writing in sad situations. It also discusses English grammar patterns such as subject-verb, subject-linking verb-complement, subject-transitive verb-direct object, and subject-transitive verb-indirect object-direct object. Finally, it gives tips for giving directions and examples of commonly used prepositions of location.
This document provides instruction on several topics for learning Spanish, including:
1) How to tell time in Spanish and examples of class schedules using time phrases.
2) Conjugating verbs and how to change verbs endings to match subjects.
3) Describing rooms in a house and things found in each room using vocabulary taught in Unidad 3.
4) Asking the student to thoroughly answer discussion questions with details and examples rather than brief or generic responses.
This document provides instruction on several topics for learning Spanish, including:
1. How to tell time in Spanish using terms like "de la mañana," "de la tarde," and "de la noche" instead of a.m. and p.m., and how to say quarter past and half hour.
2. How to conjugate verbs by identifying if they end in "-ar," "-er," or "-ir" and changing the ending to match the subject pronoun.
3. The uses of different verbs like "ser" and "estar" and irregular verbs like "tener" and "dormir."
The lesson teaches students about the definite and indefinite article in English. It explains that the definite article "the" is used with specific or particular nouns, while the indefinite articles "a" and "an" are used with non-specific nouns or when introducing a noun. The lesson provides examples and rules for using articles correctly. It then engages students with a board game activity to practice applying articles and an evaluation exercise to assess understanding. The goal is to help students properly distinguish between definite and indefinite articles.
The document provides information about a Spanish class, including vocabulary and grammar concepts. It discusses nouns being masculine or feminine and using definite and indefinite articles accordingly. It also covers regular verb conjugation and gives examples of conjugating the verbs estudiar, escribir, leer, and hablar in sentences. Key details are provided about subject pronouns and differences between English and Spanish pronouns.
This document presents an English language lesson on phonics focusing on the 'or', 'our', and 'oor' sounds. It includes lists of words containing these sounds grouped by category (e.g. jobs, animals). Additional sections cover parts of speech, vocabulary related to parakeets, dates, months, seasons, antonyms, synonyms and a short story about parakeets. Exercises accompanying each section assess comprehension through fill-in-the-blank, spelling, and short answer questions.
english learning 1 personal pronouns.pptxlennys0286
Here are some sentences using personal pronouns:
I like to dance.
You enjoy singing in the shower.
She loves going to the beach on weekends.
He prefers staying home to watch movies.
It makes me happy to spend time with friends.
We had fun at the party last night.
You should join us for karaoke next time.
They always have a great time together.
Function words serve important grammatical functions and have little meaning on their own. They include articles, auxiliary verbs, conjunctions, determiners, intensifiers, prepositions, pronouns, and interjections. Articles precede nouns and can be definite or indefinite. Auxiliary verbs combine with other verbs to form verb phrases. Conjunctions link words and phrases. Determiners introduce nouns. Pronouns replace nouns.
This document provides an English language lesson on phonics, vocabulary, grammar and reading related to the ocean. It includes:
1) Lists of words demonstrating the 'oi' and 'oy' vowel diphthongs, along with sample sentences.
2) A conversation and vocabulary about ocean life like dolphins, whales and fish.
3) Lessons and examples about parts of speech - nouns, pronouns and verbs. Collective nouns, who/which, principal verb parts are explained.
4) A short reading passage about the ocean covering its size, ecosystems and importance as a food source for humans. Accompanying comprehension questions follow.
This document provides an overview of different types of pronouns according to traditional grammar. It defines pronouns as words that take the place of nouns. It then discusses various pronoun types including indefinite pronouns, personal pronouns, reflexive pronouns, emphatic pronouns, demonstrative pronouns, distributive pronouns, and relative pronouns. For each type, it provides the definition and examples to illustrate their meaning and usage.
This document discusses the passive voice and provides guidance on identifying and avoiding unnecessary use of the passive voice. It begins by listing common myths about the passive voice, such as that any use of "to be" constitutes passive voice or that passive voice is always a grammatical error. It then defines the passive voice as occurring when the object of an action becomes the subject of the sentence. The document provides examples of passive and active constructions. It explains that instructors discourage unnecessary use of the passive voice because it can create unclear meaning by not specifying the actor. The passive voice should generally be avoided unless it enhances clarity.
The document provides an overview of key grammar concepts for content writing including parts of speech, active and passive voice, singular and plural forms, verb tenses, and use of adjectives and idiomatic phrases. It defines common nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions and interjections. It also covers writing in active and passive voice, rules for singular and plural forms, verb tenses including present, past and future, and proper use of adjectives, comparative/superlative forms, and common idiomatic phrases.
This document discusses relative clauses, which provide extra information about nouns. There are two types: defining relative clauses that identify the noun, and non-defining clauses that provide unnecessary but interesting information. Defining clauses do not use commas while non-defining clauses do. Relative pronouns like who, which, that can be used as subject or object pronouns depending on whether a verb follows. Relative adverbs like when, where, why are also used in relative clauses.
This document discusses relative clauses, which provide extra information about nouns. There are two types: defining relative clauses that identify the noun, and non-defining clauses that provide unnecessary but interesting information. Defining clauses do not use commas while non-defining clauses do. Relative pronouns like who, which, that can be used as subject or object pronouns depending on whether a verb follows. Relative adverbs like when, where, why are also used in relative clauses.
This document discusses relative clauses, which provide extra information about nouns. There are two types: defining relative clauses that identify the noun, and non-defining clauses that provide unnecessary but interesting information. Defining clauses do not use commas while non-defining clauses do. Relative pronouns like who, which, that can be used as subject or object pronouns depending on whether a verb follows. Relative adverbs like when, where, why are also used in relative clauses.
This document contains a self-study guide for the student with sections on grammar topics like the present simple tense, verb phrases, modal verbs like "can", possessive adjectives, adverbs of frequency, and prepositions of time and place. It provides descriptions, examples, and exercises for each topic to help the student practice and study English grammar independently.
This document provides a summary of the usage of the definite and indefinite articles (a, an, the) in English grammar. It begins by defining articles and the two types: indefinite and definite. For indefinite articles, it explains the rules for using "a" versus "an" depending on whether the following word starts with a consonant or vowel sound. For the definite article "the", it lists the general rules for its use, such as with previously mentioned nouns, unique or specific nouns, superlatives and ordinals. It also lists exceptions, such as not using "the" with people's names, titles, or uncount nouns. Examples are provided throughout to illustrate the rules. References
This document provides a glossary of over 50 grammatical terms that are important for the Structure and Written Expression section of the TOEFL test. The glossary defines each term concisely and provides examples to illustrate usage. Key terms defined include parts of speech (nouns, verbs, adjectives), phrases, clauses, sentence structures (active and passive voice), verb tenses and forms, and punctuation.
Nouns in Spanish are classified as either masculine or feminine. Masculine nouns typically end in o, í, ú or a consonant while feminine nouns often end in a, ad, ción, or sión. There are exceptions like una mano that is feminine despite ending in o. To make nouns plural, words ending in a vowel simply add s, those ending in a consonant add es, and words ending in z change the z to c before adding es. Adjectives follow the same pluralization rules as nouns.
1. Elemental Economics - Introduction to mining.pdfNeal Brewster
After this first you should: Understand the nature of mining; have an awareness of the industry’s boundaries, corporate structure and size; appreciation the complex motivations and objectives of the industries’ various participants; know how mineral reserves are defined and estimated, and how they evolve over time.
The document provides examples of English expressions used in different situations such as congratulations, well done, birthdays, toasting, writing cards for exams or weddings, and writing in sad situations. It also discusses English grammar patterns such as subject-verb, subject-linking verb-complement, subject-transitive verb-direct object, and subject-transitive verb-indirect object-direct object. Finally, it gives tips for giving directions and examples of commonly used prepositions of location.
This document provides instruction on several topics for learning Spanish, including:
1) How to tell time in Spanish and examples of class schedules using time phrases.
2) Conjugating verbs and how to change verbs endings to match subjects.
3) Describing rooms in a house and things found in each room using vocabulary taught in Unidad 3.
4) Asking the student to thoroughly answer discussion questions with details and examples rather than brief or generic responses.
This document provides instruction on several topics for learning Spanish, including:
1. How to tell time in Spanish using terms like "de la mañana," "de la tarde," and "de la noche" instead of a.m. and p.m., and how to say quarter past and half hour.
2. How to conjugate verbs by identifying if they end in "-ar," "-er," or "-ir" and changing the ending to match the subject pronoun.
3. The uses of different verbs like "ser" and "estar" and irregular verbs like "tener" and "dormir."
The lesson teaches students about the definite and indefinite article in English. It explains that the definite article "the" is used with specific or particular nouns, while the indefinite articles "a" and "an" are used with non-specific nouns or when introducing a noun. The lesson provides examples and rules for using articles correctly. It then engages students with a board game activity to practice applying articles and an evaluation exercise to assess understanding. The goal is to help students properly distinguish between definite and indefinite articles.
The document provides information about a Spanish class, including vocabulary and grammar concepts. It discusses nouns being masculine or feminine and using definite and indefinite articles accordingly. It also covers regular verb conjugation and gives examples of conjugating the verbs estudiar, escribir, leer, and hablar in sentences. Key details are provided about subject pronouns and differences between English and Spanish pronouns.
This document presents an English language lesson on phonics focusing on the 'or', 'our', and 'oor' sounds. It includes lists of words containing these sounds grouped by category (e.g. jobs, animals). Additional sections cover parts of speech, vocabulary related to parakeets, dates, months, seasons, antonyms, synonyms and a short story about parakeets. Exercises accompanying each section assess comprehension through fill-in-the-blank, spelling, and short answer questions.
english learning 1 personal pronouns.pptxlennys0286
Here are some sentences using personal pronouns:
I like to dance.
You enjoy singing in the shower.
She loves going to the beach on weekends.
He prefers staying home to watch movies.
It makes me happy to spend time with friends.
We had fun at the party last night.
You should join us for karaoke next time.
They always have a great time together.
Function words serve important grammatical functions and have little meaning on their own. They include articles, auxiliary verbs, conjunctions, determiners, intensifiers, prepositions, pronouns, and interjections. Articles precede nouns and can be definite or indefinite. Auxiliary verbs combine with other verbs to form verb phrases. Conjunctions link words and phrases. Determiners introduce nouns. Pronouns replace nouns.
This document provides an English language lesson on phonics, vocabulary, grammar and reading related to the ocean. It includes:
1) Lists of words demonstrating the 'oi' and 'oy' vowel diphthongs, along with sample sentences.
2) A conversation and vocabulary about ocean life like dolphins, whales and fish.
3) Lessons and examples about parts of speech - nouns, pronouns and verbs. Collective nouns, who/which, principal verb parts are explained.
4) A short reading passage about the ocean covering its size, ecosystems and importance as a food source for humans. Accompanying comprehension questions follow.
This document provides an overview of different types of pronouns according to traditional grammar. It defines pronouns as words that take the place of nouns. It then discusses various pronoun types including indefinite pronouns, personal pronouns, reflexive pronouns, emphatic pronouns, demonstrative pronouns, distributive pronouns, and relative pronouns. For each type, it provides the definition and examples to illustrate their meaning and usage.
This document discusses the passive voice and provides guidance on identifying and avoiding unnecessary use of the passive voice. It begins by listing common myths about the passive voice, such as that any use of "to be" constitutes passive voice or that passive voice is always a grammatical error. It then defines the passive voice as occurring when the object of an action becomes the subject of the sentence. The document provides examples of passive and active constructions. It explains that instructors discourage unnecessary use of the passive voice because it can create unclear meaning by not specifying the actor. The passive voice should generally be avoided unless it enhances clarity.
The document provides an overview of key grammar concepts for content writing including parts of speech, active and passive voice, singular and plural forms, verb tenses, and use of adjectives and idiomatic phrases. It defines common nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions and interjections. It also covers writing in active and passive voice, rules for singular and plural forms, verb tenses including present, past and future, and proper use of adjectives, comparative/superlative forms, and common idiomatic phrases.
This document discusses relative clauses, which provide extra information about nouns. There are two types: defining relative clauses that identify the noun, and non-defining clauses that provide unnecessary but interesting information. Defining clauses do not use commas while non-defining clauses do. Relative pronouns like who, which, that can be used as subject or object pronouns depending on whether a verb follows. Relative adverbs like when, where, why are also used in relative clauses.
This document discusses relative clauses, which provide extra information about nouns. There are two types: defining relative clauses that identify the noun, and non-defining clauses that provide unnecessary but interesting information. Defining clauses do not use commas while non-defining clauses do. Relative pronouns like who, which, that can be used as subject or object pronouns depending on whether a verb follows. Relative adverbs like when, where, why are also used in relative clauses.
This document discusses relative clauses, which provide extra information about nouns. There are two types: defining relative clauses that identify the noun, and non-defining clauses that provide unnecessary but interesting information. Defining clauses do not use commas while non-defining clauses do. Relative pronouns like who, which, that can be used as subject or object pronouns depending on whether a verb follows. Relative adverbs like when, where, why are also used in relative clauses.
This document contains a self-study guide for the student with sections on grammar topics like the present simple tense, verb phrases, modal verbs like "can", possessive adjectives, adverbs of frequency, and prepositions of time and place. It provides descriptions, examples, and exercises for each topic to help the student practice and study English grammar independently.
This document provides a summary of the usage of the definite and indefinite articles (a, an, the) in English grammar. It begins by defining articles and the two types: indefinite and definite. For indefinite articles, it explains the rules for using "a" versus "an" depending on whether the following word starts with a consonant or vowel sound. For the definite article "the", it lists the general rules for its use, such as with previously mentioned nouns, unique or specific nouns, superlatives and ordinals. It also lists exceptions, such as not using "the" with people's names, titles, or uncount nouns. Examples are provided throughout to illustrate the rules. References
This document provides a glossary of over 50 grammatical terms that are important for the Structure and Written Expression section of the TOEFL test. The glossary defines each term concisely and provides examples to illustrate usage. Key terms defined include parts of speech (nouns, verbs, adjectives), phrases, clauses, sentence structures (active and passive voice), verb tenses and forms, and punctuation.
Nouns in Spanish are classified as either masculine or feminine. Masculine nouns typically end in o, í, ú or a consonant while feminine nouns often end in a, ad, ción, or sión. There are exceptions like una mano that is feminine despite ending in o. To make nouns plural, words ending in a vowel simply add s, those ending in a consonant add es, and words ending in z change the z to c before adding es. Adjectives follow the same pluralization rules as nouns.
1. Elemental Economics - Introduction to mining.pdfNeal Brewster
After this first you should: Understand the nature of mining; have an awareness of the industry’s boundaries, corporate structure and size; appreciation the complex motivations and objectives of the industries’ various participants; know how mineral reserves are defined and estimated, and how they evolve over time.
Lecture slide titled Fraud Risk Mitigation, Webinar Lecture Delivered at the Society for West African Internal Audit Practitioners (SWAIAP) on Wednesday, November 8, 2023.
[4:55 p.m.] Bryan Oates
OJPs are becoming a critical resource for policy-makers and researchers who study the labour market. LMIC continues to work with Vicinity Jobs’ data on OJPs, which can be explored in our Canadian Job Trends Dashboard. Valuable insights have been gained through our analysis of OJP data, including LMIC research lead
Suzanne Spiteri’s recent report on improving the quality and accessibility of job postings to reduce employment barriers for neurodivergent people.
Decoding job postings: Improving accessibility for neurodivergent job seekers
Improving the quality and accessibility of job postings is one way to reduce employment barriers for neurodivergent people.
Falcon stands out as a top-tier P2P Invoice Discounting platform in India, bridging esteemed blue-chip companies and eager investors. Our goal is to transform the investment landscape in India by establishing a comprehensive destination for borrowers and investors with diverse profiles and needs, all while minimizing risk. What sets Falcon apart is the elimination of intermediaries such as commercial banks and depository institutions, allowing investors to enjoy higher yields.
In a tight labour market, job-seekers gain bargaining power and leverage it into greater job quality—at least, that’s the conventional wisdom.
Michael, LMIC Economist, presented findings that reveal a weakened relationship between labour market tightness and job quality indicators following the pandemic. Labour market tightness coincided with growth in real wages for only a portion of workers: those in low-wage jobs requiring little education. Several factors—including labour market composition, worker and employer behaviour, and labour market practices—have contributed to the absence of worker benefits. These will be investigated further in future work.
Independent Study - College of Wooster Research (2023-2024) FDI, Culture, Glo...AntoniaOwensDetwiler
"Does Foreign Direct Investment Negatively Affect Preservation of Culture in the Global South? Case Studies in Thailand and Cambodia."
Do elements of globalization, such as Foreign Direct Investment (FDI), negatively affect the ability of countries in the Global South to preserve their culture? This research aims to answer this question by employing a cross-sectional comparative case study analysis utilizing methods of difference. Thailand and Cambodia are compared as they are in the same region and have a similar culture. The metric of difference between Thailand and Cambodia is their ability to preserve their culture. This ability is operationalized by their respective attitudes towards FDI; Thailand imposes stringent regulations and limitations on FDI while Cambodia does not hesitate to accept most FDI and imposes fewer limitations. The evidence from this study suggests that FDI from globally influential countries with high gross domestic products (GDPs) (e.g. China, U.S.) challenges the ability of countries with lower GDPs (e.g. Cambodia) to protect their culture. Furthermore, the ability, or lack thereof, of the receiving countries to protect their culture is amplified by the existence and implementation of restrictive FDI policies imposed by their governments.
My study abroad in Bali, Indonesia, inspired this research topic as I noticed how globalization is changing the culture of its people. I learned their language and way of life which helped me understand the beauty and importance of cultural preservation. I believe we could all benefit from learning new perspectives as they could help us ideate solutions to contemporary issues and empathize with others.
1. B E G I N N E R
E N G L I S H
L E V E L 2
P R E S E N T A T I O N 1
2. P R O N U N C I AT I O N T E C H N I Q U E S
Pronunciation is an essential thing in good communication
because the wrong pronunciation will lead to misunderstanding
and misspelling. Learners with good English pronunciation are
likely to be understood. If you know how to pronounce the words
and phrases correctly, with proper intonation, your level of
speech understanding is also increased.
As we mentioned in the first level, a long vowel is a vowel that
is pronounced the same as the letter of the English Alphabet. In
this level we will look at vowel digraphs and diphthongs.
3. P H O N I C S – V O W E L D I G R A P H S
ai – long ‘A’ sound
paint train snail braid
claim contain attain brain
main gain grain sailboat
domain pain bail fail
nail tail plain complain
Rule: The ‘ai’ sound is usually found at the beginning of a word or in the middle of a word but never at the end of a
4. P H O N I C S – V O W E L D I G R A P H S
ay – long ‘A’ sound
clay day gray way
pray stay say sway
spray hay lay ray
pay delay replay x-ray
decay hurray okay
holiday
birthday away nay today
Rule: The ‘ay’ sound is always found at the end of a word, unless it is followed by a vowel.
5. C O N V E R S AT I O N S - L I B R A R Y
Good day
sir!
Good day! I am
ten days
overdue from
returning these
books. What
will happen
now?
You will have to
pay a 50 cent
per day fine on
each book.
Oh, dear! I
hope I have
the cash!
1
2
3
4
6. C O N V E R S AT I O N S - L I B R A R Y
Good day! You
would need to
look on the non-
fiction shelves of
the library.
Good
morning
madam, I am
looking for a
book on
volcanoes.
Look in aisle 5;
you will find
Natural
Disasters
between 569
and 573.
Thank you
very much; I
will look in
the non-
fiction
section.
1
2
3 4
7. V O C A B U L A R Y - L I B R A R Y
bookshelf
librarian computer research
reading
ladder
library catalog
book
main desk
shelf
8. S E N T E N C E S - L I B R A R Y
The man is taking books out.
The man is returning his library books.
The man is looking in the library catalog to
find a book.
The librarian is packing the books back into
the shelves.
9. D I C T I O N A R Y - L I B R A R Y
Library
Meaning: A place where you can borrow books to
read.
Example: We go to the library every Wednesday.
Librarian
Meaning: A person who works in the library.
Example: I asked the librarian to help me find a
book.
Bookshelves
Meaning: A place where books are kept.
Example: I looked in the bookshelves to find the
book.
10. D I C T I O N A R Y - L I B R A R Y
Non-Fiction
Meaning: A book that gives true facts.
Example: I looked in the non-fiction side of the library to find a book about
volcanoes.
Fiction
Meaning: A book that is a fantasy or an imaginary story.
Example: I like to read fiction books about spaceships.
Fine
Meaning: An amount of money you will pay for returning the library book late.
Example: I got a $5 fine for returning my books late.
11. PA R T S O F S P E E C H - N O U N S
What does a noun do in a sentence?
It acts as the subject of a sentence that performs the action of
the verb. The subject of a sentence must be a noun. It cannot be
a verb, an adverb, an adjective, or any other part of speech.
Nouns are basic to sentence structure because they, along with
pronouns, provide the subject of the sentence. In addition, a
noun functions as a direct object of a verb, an indirect object of a
verb, object of a preposition, or a complement.
12. PA R T S O F S P E E C H - N O U N S
Noun as subject of verb
The subject can be a person, place, thing or idea. It performs an act or
shows a state of being as expressed by the verb. The subject is easily
recognized as it usually at the beginning of a sentence and is followed by a
verb.
Examples:
The man stepped on my toes.
The car smashed into a wall.
The girl fell down the stairs.
I accidentally hit my head on the bookshelf.
13. PA R T S O F S P E E C H - N O U N S
Noun as direct object
The direct object is a noun in a sentence. The object is acted
upon by the subject, and It typically comes after the verb.
Examples:
Tom bit his nail.
I am painting the doghouse.
Her dog followed her to the park.
Strong wind blew their tent down.
Practical Exercise 1(a) & 1(b) : Complete the exercise in the worksheets.
14. PA R T S O F S P E E C H – P R O N O U N S
Personal pronouns refer to people with one exception: it. The
third person pronoun it although included in personal pronouns
does not refer to a person; it usually refers to an animal or a
thing. Personal pronouns are best explained by the table that
follows. Singular Plural
Subject Object Subject Object
First Person I me we us
Second
Person
You You You You
Third Person He
She
It
Him
Her
It
They
They
They
Them
Them
Them
15. PA R T S O F S P E E C H - P R O N O U N S
What is shown in the table on slide 14 is that personal pronouns have
person, number, gender and case. The personal pronoun must be
of the same number, gender, person, and in the same case as the
noun for which it represents.
Number
Each personal pronoun is singular or plural in number: singular (I, me,
you, he, him, she, her, it) or plural (we, us, you, they, them). The
pronoun must agree in number with the noun that it replaces. If the
noun is in the singular number, the pronoun must also be in the
singular number, or if it is of the plural number, the pronoun must be
of the plural number.
16. PA R T S O F S P E E C H - P R O N O U N S
Examples:
Singular: The boy is playing with his puppet. He has a glove puppet.
Plural: The boys are playing with their puppets. They have glove puppets.
Singular: The lady dances well. She won a prize for dancing.
Plural: The ladies dance well. They won a prize for dancing.
Singular: The child has a balloon. He/she has a blue balloon.
Plural: The children have balloons. They have blue balloons.
Practical Exercise 2: Complete the exercise in the Worksheets.
17. PA R T S O F S P E E C H - V E R B S
A verb or verbal phrase (more than one word); is an action or a
state of being of the subject. We need a verb as it is an essential
element in constructing a sentence. Most sentences have a
verb. A verb completes the sentence.
In most sentences, there will be a noun as the subject and a
predicate. The predicate usually includes one verb or a verbal
phrase. A verb follows the subject and must match in number
(singular or plural), even if other words are found in between
them. An object or a compliment follows the verb.
18. PA R T S O F S P E E C H - V E R B S
A verb can take the infinitive form, for example (to paint, to walk) or a
conjugated regular form, for example (paint/paints, walk/walked) and is
used according to a grammatical classification such as a person, voice, or
tense. The conjugated irregular verb form introduces a change in its
spelling (go/went/gone) or a change in its ending (hide/hid/hidden). This
modification of a verb, which expresses a different grammatical category, is
called inflection.
A verb that is used in a sentence is usually a linking verb or an action verb.
An action verb describes the subject. A linking verb links the subject to the
rest of the sentence, which provides information about the subject.
Practical Exercise 3: Complete the exercise in the Worksheets.
19. R E A D T H E S T O R Y
Libraries
A library is a place set apart to contain books, periodicals, and other
materials for reading, viewing, and listening. Most towns and cities have a
public library, whereby people can borrow books. Public libraries are usually
free and surfing on the internet as well. It does not cost any money to
explore and learn at a library.
Libraries have different types of books—for example, educational books,
mystery, science fiction, non-fiction. Libraries have books about animals
and world history. Libraries have cookbooks. You can find a book about
almost anything at the library. (Go to the next slide).
20. R E A D A S T O R Y
Libraries also have plenty of activities. Some libraries have story time. This
is when someone does a read-aloud for children. Nowadays, most libraries
have computers for research or e-mail related activities.
Libraries let you check out their books. This means that you can take it
home for a little while if you find something that interests you. You must sign
up for a library card first. This is how libraries keep records of books.
Remember to bring the books back on time!
There are different types of libraries, for instance: academic libraries that
serve colleges and universities.
Public libraries that serve the community of all sizes and types, school
libraries that are usually part of a school system, and online Libraries,
ordinarily called virtual libraries, can access all the books online.
Practical Exercise 4: Read and listen to the story and answer the questions in the worksheets.
21. P H O N I C S T E S T
Learn the spelling words on Slides 3 and 4, the long ‘A’ sounds.
Complete the test in Practical Exercise 5 in your worksheets for
Presentation 1.
Click on the icon below. Listen carefully and pause the audio
and write the word.